Executive Summary. Jefferson County. Donna Hargens 3332 Newburg Rd Louisville, KY 40218

Transcription

1 Donna Hargens 3332 Newburg Rd Louisville, KY Document Generated On February 12, 2016

2 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 8

3 Introduction Every school system has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school system makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school system stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school system, and the kinds of programs and services that a school system implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school system with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the community will have a more complete picture of how the school system perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school system to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School System Describe the school system's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school system serves? Public Schools (JCPS) is the only public school system for the metropolitan Louisville area. JCPS is the 27th largest district in the United States with 90 elementary schools, 23 middle schools, 18 high schools, 10 special education, and 14 other school sites serving over 100,000 preschool through high school students. Enrollment has remained steady for the past 3 years serving just over 100,000 students. The diversity of students enrolled in JCPS is considered an asset for our students, staff, and community. There are over 100 languages spoken at JCPS- in fact, our English as a Second Language (ESL) population has grown at a rate of over 11% this past year. Forty-seven percent of the student population is White, 37% African-American, 9% Hispanic, 3% Asian, and 4% identify as other ethnic minorities. Sixtysix percent of JCPS students qualify for free or reduced lunch and over 12,000 receive exceptional childhood education (ECE) services. Approximately 6,300 teachers are employed by JCPS and are guided by the Vision Statement "All Public School students graduate prepared, empowered, and inspired to reach their full potential and contribute as thoughtful, responsible citizens of our diverse, shared world." JCPS teachers have an average of 10.8 years of experience and 86% have a master's degree or higher. In total, there are over 14,400 full-time employees under the leadership of Dr. Donna Hargens, who is in her fifth year of leadership as the Superintendent of JCPS. Currently, JCPS now has 406 teachers that have earned the National Board Certification. This past year, JCPS had 16 new National Board Certified Teachers. Metro Louisville encompasses all of, Kentucky and is the largest city in the state, with over 760,000 people. According to the 2014 American Community Survey, 30.9% of residents aged 25+ years have at least a bachelor's degree while 11.8% of residents are not high school graduates. Education, health care, and social assistance industries provide 24.1% of the area's jobs, by far the largest source of employment in. The median income in the past 12 months for families with children was $58,230; however, 24.6% of children under 18 years were considered to be living below the poverty level. The economic downturn has provided a challenge to the Louisville community and affected many JCPS students as evidenced by the increase in the number of students who qualify for free and reduced lunch from 55% in to 66% in JCPS also serves over 6,400 homeless students. This translates to approximately 6.4% of JCPS students experiencing instability in living situations ranging from shelters to families doubling up in single family housing by staying in relative's or friend's homes. One of our successful partnerships between JCPS and the Louisville community is Louisville Linked which launched in Louisville Linked builds upon existing partnerships between JCPS and community-based service providers to link each child and family with structures and services to support their well-being and to nurture the development of personal resiliency. Combined with in-school work to address the cognitive and learning needs of each child, Louisville Linked is envisioned as a comprehensive system to respond to the individual needs of each child. Using the resources of an entire city, Louisville Linked offers a rich variety of experiences to meet children where they are and to create the environment within which all children can achieve academic success and reach their fullest potential. Fortunately, JCPS has uniquely strong, well-established governmental and corporate partnerships with the Louisville community. One such community partnership is the Ford Next Generation Learning Initiative. The JCPS Ford NGL Master Plan builds on the work that the district Page 2

5 has done through the JCPS 5-Star Schools. In partnership with local and regional businesses, the district has developed classes offered at these schools to make learning relevant by tying them to the more than 100 Career and Technical Education Programs offered in our high schools. Students participating in these programs have an opportunity to personalize a pathway toward a credentialed program or a career that is aligned with the workforce needs in our region. Additionally, this initiative also provides opportunities for teachers to participate in summer externships across the community to build teacher capacity in designing authentic learning experiences for students. JCPS joined the 55,000 Degrees initiative in 2010, pledging with nearly two-dozen other education institutions and Louisville leadership to help the community earn at least 40,000 additional bachelor's and 15,000 additional associate's degree by the year JCPS is doing its part as a principal partner in the initiative by establishing ambitious goals around increasing college/career readiness and graduation rates as well as the percentage of graduates enrolling in college. JCPS is also proud to be one of a few districts in Kentucky designated as a District of Innovation. This work is focused on four innovation strategies: (1) creating equal access to highly effective instruction through professional collaboration, (2) extended learning, (3) creating a system of support for each student to be successful and (4) creating schools of innovation. Much of this work is focused in our priority schools. Most recently, our district engaged our students, parents, staff, and community in an extensive process by which we developed our new strategic plan. Vision 2020: Excellence with Equity will guide the work of the district for the next five years. The development process included a Board retreat; the work of the Strategy, Technology and Performance, and Finance Working Groups; public meetings to receive community input; focus groups with students; input from stakeholder groups; consultation with district leadership, school administrators, teachers, as well as external education experts and thought leaders. The new strategic plan sets forth the district's mission, vision, and core values and establishes goals and performance targets in three focus areas: Learning, Growth, and Development; Increasing Capacity and Improving Culture; and Improving Infrastructure and Integrating Systems. Page 3

6 System's Purpose Provide the school system's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school system embodies its purpose through its program offerings and expectations for students. As a district serving a diverse, urban community with varied needs, we must be committed to a purpose that includes moving each student toward greater success no matter where they begin. Our core values embody this commitment and guide our work so that adults in this system steward our students by offering opportunities and environments that promote caring, equity, excellence, respect, individuality, diversity, creativity, and collaboration. Our vision and mission encapsulate these values and identify our expectations for students as well as the educators, and the community, who support them. The vision of Public Schools is that "All Public School students graduate prepared, empowered, and inspired to reach their full potential and contribute as thoughtful, responsible citizens of our diverse, shared world." Our mission is "To challenge and engage each learner to grow through effective teaching and meaningful experiences within caring, supportive environments." Our strategic plan - Vision 2020: Excellence with Equity - clearly lays out what we should be doing, measuring, and expecting as outcomes to achieve this mission. The Board of Education adopted the new plan on November 23, 2015 (Targets and Indicators approved December 14, 2015) after months of work and input from multiple stakeholders community-wide. The Plan identifies goals for success around three Focus Areas (Learning, Capacity Building, and Infrastructure). Each focus area specifies strategies (including district program offerings) for meeting these goals as well as targets and indicators for monitoring progress towards the goals. More specific examples of strategies and targets can be found at the following link: These targets and indicators will measure strategy success in key areas, such as improving student graduation rates, college and career readiness rates, capacities and dispositions (measures to be developed), and achievement as well as effectiveness of educators and district teams. The Plan directs us to ensure that every dollar JCPS spends, including every position, is aligned with these goals and strategies. Thus, Vision 2020: Excellence with Equity will hold us accountable for maintaining focus on strategies that will best prepare our students to be globally competitive in college, career, and life. JCPS is embarking on a truly significant re-framing of what we expect students to know and do. Work to develop the concept of "deeper learning" into actionable components will be the work of many months, and will require intensive, collaborative effort by JCPS leadership, Academic Services, Data Management, teachers, principals, and others. This work also need to be informed by an in-depth analysis of national research and best practice, and done in consultation with recognized experts. The initial work around deeper learning and the development of definitions and measures for the "capacities and dispositions necessary for success in life" will form the basis for building a plan to adjust curricula, teaching practice, professional development, assessments, and other aspects of the way teaching and learning occurs in our schools. JCPS is committed to moving swiftly to engage in a deep, focused, collaborative process to place deeper learning for students, including progress toward mastery of academic standards and the development of the capacities and dispositions necessary for success in life, at the center of our work. In order to maintain strong accountability to the Plan, the strategies underlying each Focus Area form the basis of the Comprehensive District Improvement Plan (CDIP). The CDIP details key district-supported practices, programs, and initiatives considered necessary to address school, family, and individual student needs. These practices and programs were selected based on analysis of our data. For example, Strategy Improve Student Literacy is based on our analysis, which shows less than half of our third-grade students scored proficient or higher in Reading in A specific action step for this strategy is the Bellarmine Literacy Project. Principals, Goal Clarity Coaches, and Page 4

7 teachers in 38 elementary schools will participate in literacy based coursework and training in order to build teacher literacy capacity and embed research based literacy strategies in K-3 classrooms with the ultimate goal of increased student learning to support the Third Grade Reading Pledge. The district has maintained a focus on supporting our priority schools as we begin the journey of implementing our new Strategic Plan. Many of the strategies outlined in the plan speak to the challenges we face in our priority school and serve as a commitment to overcoming barriers in order to provide meaningful learning experiences and successful outcomes for our students. Just like we had non-negotiables in our previous strategic plan, many of those can be found in the new plan, such as building teacher capacity through professional learning communities, personalizing learning and providing equitable access to eliminate achievement, learning, and opportunity gaps. The CDIP which serves as the roadmap for implementing the new strategic plan identifies several action steps that have a particular focus for our priority schools, such as ensuring that students in priority schools have access to rigorous and advanced coursework. The specific action steps outlined in the CDIP for implementing each strategy were developed collaboratively by the superintendent, cabinet members, and staff with opportunities for feedback from the Board of Education. These work plans and action steps serve as the foundation of our daily work. Staff between district departments work cross-functionally to implement programs and initiatives, monitor progress, and evaluate results. The new Vision 2020 further increases the expectation for collaborative work between central office departments and schools to meet the goal of establishing a culture of high-performing teams throughout the district to ensure our work is aligned with each other and to the district mission. The development of this Plan was truly a team effort with input received from the superintendent, the cabinet, the school board, teachers, parents, students, and community stakeholders. The process began in May 2015 with a Board of Education retreat, followed by four open community meetings as well as focus groups with district staff, education stakeholders, and students. Along the way, these groups reflected on district progress and areas in need of improvement within the context of previous district audits, practices of our benchmark districts, and leading research. Page 5

8 Notable Achievements and Areas of Improvement Describe the school system's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school system is striving to achieve in the next three years. JCPS made several critical achievements during the past three years as well as many individual improvements. First, the district's accountability data demonstrate consistent, steady increases over the last few years. Our overall score increased from 64.2 in 2014 to 64.5 in 2015 and we increased in four of the five components of the KDE Next Generation Learners Model. More than twenty-one thousand students scored proficient or higher on reading and math assessments. JCPS now has 18 KDE Schools of Distinction, up from just three in 2013, and 50 JCPS schools are proficient or better, with 33 more schools designated as progressing. We are also proud that two schools, Fern Creek and Waggener High Schools, exited Priority status. We are making significant gains with 63 percent of our students considered college and career ready this year, a 32 percent increase since 2010 and a 2.4 percent gain over last year. College Access Time (CAT) has been implemented so that there is dedicated, regularly scheduled time for students to meet with their peers and school staff personnel to develop academic and social skills towards college and career readiness as well as foster resiliency, learning skills, transition knowledge, and positive relationships. Furthermore, accountability results showed progress in our priority schools with two of our schools exiting Priority status. JCPS students' 2015 results on the National Assessment of Educational Progress (NAEP) largely corresponded with our state assessment data. NAEP includes district level results for Trial Urban District Assessment (TUDA), which compares JCPS results to students in other urban districts and to students across the nation. The NAEP assessment (administered nationally to a sampling of 4th, 8th, and 12th graders) showed that JCPS held steady in Reading and Math at grades 4 and 8 from 2013 to In addition, our NAEP results showed progress in closing the achievement gap in some areas, such as gains for students on free/reduced price lunch in 4th grade Math. JCPS performed better than the NAEP large city average in Reading and on par with large city average in Math. Another area of improvement in the last three years includes progress in improving academic and socio-emotional supports for students. Much of the progress in achievement for at-risk students is the result of strategies focused on increasing equitable learning opportunities in the classroom, greater differentiated Tier 1 instruction, and increasing Tier II and Tier III academic and socio-emotional interventions especially in pre-k through 3rd grade to improve readiness. For example, district-wide Goal Clarity Coaches and school psychologists are based full-time within schools to provide staff and students direct support more efficiently. Assistant principals are in place at all elementary schools in order to allow principals more time to provide instructional leadership and to provide counselors more time to support students' needs. Professional Learning Communities (PLCs) have been implemented systemically across schools to support conversations between teachers and to increase time spent reflecting on data to inform instruction. It is noteworthy that three Priority Schools have been recognized as a Model PLCs at Work by Solution Tree - Fairdale, Seneca, and Fern Creek. Increased learning time is being emphasized through the community partnerships so that students have access to interventions such as Study Island outside of school, including at home and in community-based organizations. The District supports individualized learning in our priority schools by funding an after school extended learning plan called ATTAiN. Students are able to stay beyond the school day to receive individualized or small group attention to master standards not already met. The District funds the cost of teachers, other staff, transportation and provides a third meal to students. In addition, JCPS has provided 18 of our neediest schools with full-time Mental Health Counselors (MHCs) to address increasing numbers of students facing socio-emotional crises. Although JCPS demonstrated solid improvements in the past few years, we also recognize that we have much more work to do. Our Page 6

9 accountability results indicate we are moving in the right direction, still only 44% of our students and 34% of our gap students scored proficient or higher on state reading and math assessments. JCPS did not meet the delivery target for gap students and still under-performs the state in many content areas. The distance to proficiency for students from different groups including Free/Reduced Lunch, African American, Hispanic, LEP, and ECE continues to lag greatly behind White, Asian, and Paid Lunch students. These gaps are substantial in many areas, and they reflect societal inequities apparent not only in but in the state and nation. JCPS is determined to close the achievement gap. We are committed to moving out of the Needs Improvement category to the Proficient/Distinguished category, and ultimately to be the best urban district in the country. To do this, we are targeting several areas to substantially increase support to students and schools with the expectation that these changes, in turn, will substantially improve student learning and achievement. The largest changes (highlighted in the district's new strategic plan - Vision 2020: Excellence with Equity and CDIP) include practices focused on improving culture and expectations, infrastructure/resources for schools (physical and instructional), and personalized and equitable learning opportunities for students. For example, to improve systems and infrastructure, we will be shifting and repurposing resources to students and schools with greatest need, such as our Priority schools. Although we had two schools exit Priority Status, three new schools entered. In response, JCPS has created a new Director of Priority Schools whose focus will be to help these schools identify greatest needs and make changes that will allow them to exit Priority Status. Finally, we are identifying and implementing best practices around personalized learning environments in ways that are engaging and equitable for more students. For instance, we are developing and improving systems to ensure all students have equal access to Advanced Learning Opportunities ( P). We will also be implementing a multi-tiered mental health support system at the universal, targeted and intensive level to meet the needs of each student. Training on specific interventions at each level will be provided to schools. Personnel will be aligned to implement the services (e.g. mental health counselors, school counselors, school psychologists, etc.) to ensure equitable access to all students ( P). To that end, JCPS has embarked on a new Envision Equity initiative to help ensure that all students have the support and access they need to succeed. This effort is beginning with the release of the first-ever JCPS Envision Equity Scorecard, which scrutinizes system inequities and identifies how demographic data correlate to student outcomes and school culture. JCPS is a diverse district in students and staff, the foundation to closing the achievement gap is to first ensure that JCPS promotes positive teacher-student interactions. Staff and district personnel have received Cultural Competence training to increase staff awareness of culturally responsive practices and principles, and in turn, promote positive staff-student relationships. Lastly, the Board of Education also adopted a resolution in support of Males of Color, demonstrating the district's commitment and dedication in addressing males of color in an urban setting. Page 7

10 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. First, JCPS is a district where diversity is valued and providing school choice is a priority. For nearly 35 years, one of the nationally recognized hallmarks of JCPS has been an unyielding commitment to diversity. The district has withstood multiple legal challenges, all the way to the U.S. Supreme Court, to defend this commitment. The district has worked diligently over the years to revise the plan in a way that allows parents to have choice in schools for their children and the opportunity to send their children to schools close to their homes, all while maintaining diversity. In the current student assignment plan, JCPS changed the way it defines diversity to more accurately reflect its very diverse students. In conformity with the holdings of the U.S. Supreme Court decision, Parents Involved in Community Schools v. Seattle School District No. 1 et al., 2007, diversity is defined using census data in three categories: median household income level, educational level of neighborhood residents, and the racial makeup of a neighborhood. To provide even more school choices for JCPS parents, 18 magnet schools and 52 magnet and optional programs are available to JCPS students at the elementary, middle and high school level. Second, JCPS engaged in a series of external reviews over the last few years that served as a comprehensive needs assessment to guide its work. The CMA followed by an organizational review, both conducted by Phi Delta Kappa International in the fall of 2011, provided a road map for implementing the Strategic Plan 2015 and achieving the JCPS Mission. Much of our work over the last few years has been framed by the recommendations generated from these two reviews. The CMA recommendations, which contained 24 findings and 10 recommendations, included the review and evaluation of all policies related to central office job descriptions and functions, departmental reporting relationships, and the organization of senior leadership who report directly to the superintendent. Major changes to central office departments and functions were reorganized under the new senior management structure. Another major change was the division of the geographic region served by JCPS into 6 academic achievement areas which each area including all grade levels. Each academic achievement area is led by an Assistant Superintendent. Previously, JCPS was organized by academic level (i.e., elementary, middle, high). The previous structure resulted in an unbalanced system where one Assistant Superintendent oversaw 90 schools. The current system results in each of the 6 Assistant Superintendents overseeing between 22 and 25 schools and is designed to facilitate vertical alignment and increased support for transitions. Additionally, the district participated in a district leadership assessment conducted by the Kentucky Department of Education in the spring of The assessment team found that the CMA report generally aligned with both the KDE Standards and Indicators for School Improvement (SISI) and the 2012 AdvancED Standards for Quality School Systems. The team identified four recommendations for improvement in the areas of (1) using data to monitor and adjust curriculum, instruction, and assessment; (2) ensuring that curriculum is rigorous and appropriately relevant for all students; (3) developing a culture in which all stakeholders are collectively accountable for maintaining and improving conditions that support student learning, and (4) ensuring that families are engaged in meaningful ways. The district has addressed these recommendations throughout the Strategic Plan. KDE has also provided leadership and valuable resources to the district by working collaboratively with JCPS staff to support our priority schools and address the critical issues identified in these external reviews. More recently (May 2014), JCPS underwent a financial audit to ensure that we are leveraging our resources in a way that maximizes student success. The audit contained 45 findings and over 200 recommendations. The findings and recommendations were classified by 1) a benchmarking and comparative analysis, 2) governance, 3) contracting, 4) operations, policies and procedures, 5) internal audit, and 6) information technology. Most of the findings and recommendations are being addressed or have been addressed. Additionally, as a result of Page 8

11 the financial audit, JCPS underwent a salary study to ensure that JCPS salaries are competitive and comparable to other similar sized districts and industries. This study has not been released as of December For the school year, the district is implementing a few key strategic initiatives and opening a few new school sites to better serve our students including: (1) starting two new schools of innovation programs - The Waldorf-inspired Catalpa Model at Milburn T. Maupin Elementary and the Louisville Reach Academy at J.B. Atkinson Academy, (2) opening Alex R. Kennedy Elementary and the new Early Childhood Program facility at the former Presbyterian Community Center, (3) redesigning our success pathways, including the Minor Daniels Academy, and (4) piloting the Compassionate Schools Project at three of our elementary schools. In regards to Priority Schools, the Board and the Superintendent have supported in many ways always with the idea that the decisions must be made to support students and their learning. Examples include funding extended learning opportunities, negotiating with the teacher's union to allow for special staffing, providing additional services, and most recently hiring a director of priority schools to ensure that their needs stay at the forefront. The director of priority school has responsibility for tracking progress in priority schools and serving as a liaison between schools and central office departments to ensure that their needs are addressed. The director meets with Area Assistant Superintendents on a regular basis to monitor and maintain data about each priority school and provide feedback for improvement. Page 9